The Development of Self‐Determination and Implications for Educational Interventions with Students with Disabilities

Wehmeyer, Michael L.; Sands, Deanna Iceman; Doll, Beth; Palmer, Susan B.

doi:10.1080/0156655970440403

Cited by 64 publications

(53 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Fifth, the next generation of research and development efforts on self-determination instructional and curricular intervention packages might target its work on transitional outcomes-that is, outcomes associated with the four domains identified by Wehmeyer, Sands, Doll, and Palmer (1997) of behavioral autonomy, self-regulation, psychological empowerment, and self-realization, and not academic outcomes.…”

Section: Discussionmentioning

confidence: 98%

Self-Determination for Students with Disabilities

Cobb

Lehmann

Newman-Gonchar

et al. 2009

Career Development for Exceptional Individuals

145

View full text Add to dashboard Cite

Seven narrative and systematic reviews published since 2000 and focusing on self-determination for individuals with disabilities are reviewed in this narrative metasynthesis. The authors distinguish their work from other metasynthesis work by calling it a narrative metasynthesis because they include both narrative reviews and meta-analyses in this metasynthesis. These seven reviews focused on different disability groups, different intervention curricular and instructional techniques, and different outcomes. Findings were relatively consistent with multicomponent self-determination interventions demonstrating greater positive effects than single-component interventions and self-determination and academic productivity outcomes showing greater positive effects than academic quality outcomes. Theoretical, empirical, and methodological findings and implications are discussed.

show abstract

Section: Discussionmentioning

confidence: 98%

Self-Determination for Students with Disabilities

Cobb

Lehmann

Newman-Gonchar

et al. 2009

Career Development for Exceptional Individuals

145

View full text Add to dashboard Cite

show abstract

“…As a result, pupils are not invited to use nor develop their cognitive or motivational self-regulatory skills, but are still mostly expected to reproduce and apply the new information that the teacher has presented or made available (Boekaerts, 1997). Although research results in this field indicated the importance to adjust teaching environments in order to promote self-regulated learning (Palmer & Wehmeyer, 2003;Perry, 1998;Wehmeyer & Palmer, 2000;Wehmeyer, Sands, Doll, & Palmer, 1997;Willoughby, Porter, Belsito, & Yearsley, 1999), little is known about the extent to which primary school teachers embrace the concept of self-regulated learning and if teachers consider it as suitable for primary school practice. Gaining insight in how primary school teachers think about an innovation such as self-regulated learning for primary school practice could provide valuable information in explaining the occurrence or absence of such SRL practices.…”

Section: Self-regulated Learning In Primary Schoolmentioning

confidence: 99%

Development of the self-regulated learning teacher belief scale

et al. 2009

View full text Add to dashboard Cite

The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n ( ( =399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n ( ( =553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools. BackgroundSelf-regulated learning (SRL) refers to independent, academically effective forms of learning that involve metacognition, intrinsic motivation, and strategic action (Zimmerman, 1989(Zimmerman, , 1990(Zimmerman, , 2002. The metacognitive component covers planning, setting goals, organizing, self-monitoring, and self-evaluating at various points during the process of acquisition. The motivational component emphasizes high self-efficacy, self-attributions, and intrinsic task interest. Finally, the behavioral component refers to selecting, structuring, and creating environments that optimize learning (Zimmerman, 2002).

show abstract

“…The actions of selfdetermined people enable them to fulfill roles typically associated with adulthood (Wehmeyer, Sands, Doll, & Palmer, 1997). Self-determination emerges across the life span as children and adolescents learn skills and develop attitudes which enable them to become causal agents of their own lives.…”

Section: Definitions Of Self-determinationmentioning

confidence: 99%

Learning Self-determination: Lessons from the Literature for Work with Children and Youth with Emotional and Behavioral Disabilities

Ackerman

2006

Child Youth Care Forum

View full text Add to dashboard Cite

Children and youth with disabilities perform more poorly in transitional outcomes than their non-disabled peers. Programs are facing many changes because of these outcomes. Definitions are being revised, and new categories of exceptionalities are being recognized. Accountability measures are being put in place for people with disabilities.However, there is an important, current issue identified by researchers and individuals with disabilities -the issue of self-determination. This article explores how selfdetermination can and should be taught to children and youth with disabilities.LEARNING SELF-DETERMINATION 3 TEACHING SELF-DETERMINATION TO CHILDREN AND YOUTH WITH EMOTIONAL AND BEHAVIORAL DISABILITIES Coleman (1966) states that a sense of purpose and destiny facilitates positive outcomes. Successful people assess their needs, determine their goals, plan actions, act, monitor their performance, and make any needed adjustments (Mithaug, Martin & Agran, 1987). Mithaug (1996) argues that few children succeed because of the instruction they receive. These children succeed because adults identify them as having a sense of purpose for their lives. They know what they like, what they can do, what they want and how to get it. Unfortunately, many children and youth leaving our special education programs lack a sense of purpose and destiny (White et al, 1982). They do not advocate for their own goals and interests (Allen, 1989). They often are not seen as being selfdetermined.The Council for Exceptional Children (1994) reports 37% of youths with disabilities who participated in the National Longitudinal Transition Survey (NLTS) were living independently three to five years after graduation. This figure is 60% for the general population. Only 37% of the youths with disabilities surveyed had enrolled in postsecondary school as compared with 68% of youths without disabilities. Although the NLTS found that employment levels were about the same for general population as for youths with disabilities five years after graduation from secondary school, these youths were earning less than $12,000 per year for full-time, year-round employment.Students with disabilities have only a 35% to 45% chance of finding full-time work after leaving school. The probability of future employment for students with disabilities decreases over time. For part-and full-time work combined, most studies report about a 60% employment level for persons with disabilities (Hasazi, Gordon, & Roe, 1985; Wagner, 1989Wagner, , 1991. Also, according to data provided by NTLS (1990), only 1.8% of the graduating students with learning disabilities go to four-year universities. The number is somewhat higher for two-year postschool institutions.However, most students complete only a few courses. After more than three decades of federal involvement in the education of children and youths with disabilities, these disturbing post school outcomes have led practitioners, policymakers, researchers, and parents of young people with disabilities to conclude that sp...

show abstract

The Development of Self‐Determination and Implications for Educational Interventions with Students with Disabilities

Cited by 64 publications

References 56 publications

Self-Determination for Students with Disabilities

Self-Determination for Students with Disabilities

Development of the self-regulated learning teacher belief scale

Learning Self-determination: Lessons from the Literature for Work with Children and Youth with Emotional and Behavioral Disabilities

Contact Info

Product

Resources

About